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Academic Progress Rate
The Academic Progress Rate (APR) is a measure introduced by the National Collegiate Athletic Association (NCAA), the nonprofit association that organizes the athletic programs of many colleges and universities in the United States and Canada, to track student-athletes' chances of graduation. The Academic Progress Rate (APR) is a term-by-term measure of eligibility and retention for Division I student-athletes that was developed as an early indicator of eventual graduation rates.
It was introduced in the wake of concerns that the majority of athletes were not graduating with qualifications to prepare them for life.
The mandatory publication of graduation rates came into effect in 1990 as a consequence of the "Student Right-to-Know Act," which attempted to create an environment in which universities would become more devoted to academics and hold athletes more accountable for academic success. However, the graduation rates established by the National Collegiate Athletic Association (NCAA) showed poor results, for example they reported that among students who entered college between 1993 and 1996 only 51 percent of football players graduated within 6 years and 41 percent of basketball players.
Feeling pressure to improve these poor rates, the NCAA instituted reforms in 2004, including the Academic Progress Rate (APR), a new method for gauging the academic progress of student athletes. It was put into place in order to aid in the NCAA's goal for student-athletes to graduate with meaningful degrees preparing them for life. The principal data collector was Thomas Paskus, the principal research scientist for the NCAA. Originally, if a program's four-year average APR fell below 925, that would trigger sanctions like scholarship losses, and a four-year APR of 900 or lower triggered "historical penalties" like postseason bans. In 2011, the NCAA voted to raise the minimum APR that triggers penalties to 930.
The APR measures how scholarship student-athletes are performing term by term throughout the school year. It is a composite team measurement based upon how individual team members do academically. Teams that don't make the 930 APR threshold are subject to sanctions. The NCAA works closely with the schools that do not meet the threshold in order to improve them. When a school has APR challenges, it may be encouraged or even required to present an academic improvement plan to the NCAA. In reviewing these plans, the national office staff encourages schools to work with other campus units to achieve a positive outcome. The staff also works with APR-challenged schools to create reasonable timelines for improvement. While eligibility requirements make the individual student-athlete accountable, the APR creates a level of responsibility for the university.
Teams that fail to achieve an APR score of 930—equivalent to a 50% graduation rate—may be penalized. A perfect score is 1000. The scores are calculated as follows:
Each student-athlete receiving athletically related financial aid earns one retention point for staying in school and one eligibility point for being academically eligible. A team's total points are divided by the points possible and then multiplied by 1000 to yield the team's APR score.
Example: An NCAA Division I Football Bowl Subdivision (FBS) team awards the full complement of 85 grants-in-aid. If 80 student-athletes remain in school and academically eligible, three remain in school but are academically ineligible and two drop out academically ineligible, the team earns 163 of 170 possible points for that term. Divide 163 by 170 and multiply by 1000, yielding the team's APR for that term: 959.
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Academic Progress Rate
The Academic Progress Rate (APR) is a measure introduced by the National Collegiate Athletic Association (NCAA), the nonprofit association that organizes the athletic programs of many colleges and universities in the United States and Canada, to track student-athletes' chances of graduation. The Academic Progress Rate (APR) is a term-by-term measure of eligibility and retention for Division I student-athletes that was developed as an early indicator of eventual graduation rates.
It was introduced in the wake of concerns that the majority of athletes were not graduating with qualifications to prepare them for life.
The mandatory publication of graduation rates came into effect in 1990 as a consequence of the "Student Right-to-Know Act," which attempted to create an environment in which universities would become more devoted to academics and hold athletes more accountable for academic success. However, the graduation rates established by the National Collegiate Athletic Association (NCAA) showed poor results, for example they reported that among students who entered college between 1993 and 1996 only 51 percent of football players graduated within 6 years and 41 percent of basketball players.
Feeling pressure to improve these poor rates, the NCAA instituted reforms in 2004, including the Academic Progress Rate (APR), a new method for gauging the academic progress of student athletes. It was put into place in order to aid in the NCAA's goal for student-athletes to graduate with meaningful degrees preparing them for life. The principal data collector was Thomas Paskus, the principal research scientist for the NCAA. Originally, if a program's four-year average APR fell below 925, that would trigger sanctions like scholarship losses, and a four-year APR of 900 or lower triggered "historical penalties" like postseason bans. In 2011, the NCAA voted to raise the minimum APR that triggers penalties to 930.
The APR measures how scholarship student-athletes are performing term by term throughout the school year. It is a composite team measurement based upon how individual team members do academically. Teams that don't make the 930 APR threshold are subject to sanctions. The NCAA works closely with the schools that do not meet the threshold in order to improve them. When a school has APR challenges, it may be encouraged or even required to present an academic improvement plan to the NCAA. In reviewing these plans, the national office staff encourages schools to work with other campus units to achieve a positive outcome. The staff also works with APR-challenged schools to create reasonable timelines for improvement. While eligibility requirements make the individual student-athlete accountable, the APR creates a level of responsibility for the university.
Teams that fail to achieve an APR score of 930—equivalent to a 50% graduation rate—may be penalized. A perfect score is 1000. The scores are calculated as follows:
Each student-athlete receiving athletically related financial aid earns one retention point for staying in school and one eligibility point for being academically eligible. A team's total points are divided by the points possible and then multiplied by 1000 to yield the team's APR score.
Example: An NCAA Division I Football Bowl Subdivision (FBS) team awards the full complement of 85 grants-in-aid. If 80 student-athletes remain in school and academically eligible, three remain in school but are academically ineligible and two drop out academically ineligible, the team earns 163 of 170 possible points for that term. Divide 163 by 170 and multiply by 1000, yielding the team's APR for that term: 959.